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Direct linkKristen-Antonow, Susanne; Jarvers, Irina; Sodian, Beate – Journal of Cognition and Development, 2019
It has been argued that the distinction between factivity and non-factivity is more fundamental to mental state understanding than that between false beliefs and reality. The present study examined children's growing understanding of all possible contrasts between the factive verb "know" and the non-factive verbs "think" and…
Descriptors: Preschool Children, Theory of Mind, Verbs, Comprehension
Davis-Unger, Angela C.; Carlson, S. M. – Journal of Cognition and Development, 2008
The aims of this research were to examine the development of teaching skills in preschool children and to explore the relation between teaching and theory of mind (ToM). After learning a new board game, 3.5-, 4.5-, and 5.5-year-old children (N = 46) were asked to teach a confederate who "doesn't know how to play the game." They also received two…
Descriptors: Preschool Children, Teaching Skills, Correlation, Games
